Türkiye’de Çokkültürlü Eğitim: Okul Öncesi Öğretmenlerine Göre Çokkültürlü Eğitim Nasıl Olmalıdır?

Öz

Bu araştırmanın amacı okul öncesi öğretmenlerine göre çokkültürlü eğitimin nasıl olduğunu ortaya çıkarmaktır. Çalışma nitel araştırma yöntemlerinden çoklu durum çalışması deseninde düzenlenmiştir. Katılımcılar amaçlı örneklem yoluyla seçilmiş ve en az bir farklı kültüre sahip öğrencisi bulunan dört okul öncesi öğretmeni çalışmaya dahil edilmiştir. Veriler yarı yapılandırılmış görüşmeler ile toplanmış ve betimsel analiz yöntemi ile analiz edilmiştir. Bulgular okul öncesi öğretmenlerine göre eğitim programı, çokkültürlü ortamındaki öğretmen özellikleri, aile katılımı, öğrenme ortamı ve değerlendirme temaları altında verilmiştir. Bulgular farklı kültürlerden gelen çocukların dil gelişiminde ve sosyal duygusal gelişiminde eksikliklerinin olduğunu ortaya çıkarmıştır. Bunun yanı sıra çokkültürlü eğitim ortamındaki bir okul öncesi öğretmeninin kişilik özelliklerinin tarafsız, önyargısız ve araştırmacı olması gerektiği vurgulanmıştır. Son olarak, araştırma ailelerin sürece aktif katılması gerektiğini, öğrenme merkezlerinin ihtiyaca göre düzenlenmesi gerektiğini ve öğrenci değerlendirmelerinin bireysel olması gerektiğini ortaya koymuştur.

Anahtar Kelimeler

• Çokkültürlü eğitim
• okul öncesi öğretmeni
• öğretmen görüşü
• çokkültürlülük
• öğretmen özellikleri

How Should Multicultural Education Be According to Preschool Teachers?

Abstract

The aim of this study is to reveal how multicultural education should be according to preschool teachers. The study was organized in a multiple case study design from qualitative research methods. Participants were selected through purposive sampling and four preschool teachers with at least one student from different cultures were included in the study. Data were collected through semi-structured interviews and analyzed using descriptive analysis method. The findings are given under the themes of education program, teacher characteristics in multicultural environment, family involvement, learning environment and evaluation according to preschool teachers. The findings revealed that children from different cultures have deficiencies in language development and social emotional development. In addition, it was emphasized that the personality traits of a preschool teacher in a multicultural education environment should be impartial, unprejudiced, and inquisitive. Finally, the study revealed that families should be actively involved in the process, learning centers should be organized according to needs, and student evaluations should be individualized.

Keywords

• Multicultural education
• preschool teacher
• teacher opinion
• multiculturalism
• teacher features

References

1. Abdullah, A. C. (2009). Multicultural education in early childhood: Issues and challenges. Journal of International Cooperation in Education, 12(1), 159-175.
2. Adair, J. K. (2011). Affirming chances: What early childhood teacher educators can learn from immigrant preschool teachers. Journal of Early Childhood Teacher Education, 32(1), 55-71.
3. Amini, S. (2011). Parental involvement in multicultural preschool settings-A challenge for educators [Unpublished master's thesis]. Göteborgs Universitet, Sweden.
4. Ateş, A., & Şahin, S. (2021). Preschool teachers' opinions towards to multicultural education. Education Quarterly Reviews, 4(4). https://doi.org/10.31014/aior.1993.04.04.369
5. Bandura, A. (1977). Social learning theory. Englewood Cliffs, Prentice Hall.
6. Banks, J. A. (2001). Multicultural education: characteristics and goals. In J. Banks C. A. Banks (Eds.). Issues and Perspectives in Multicultural Education (4th Edition). (pp. 1-26). Allyn and Bacon.
7. Bekir, H., & Bayraktar, V. (2018, December). Preservice preschool teachers' perceptions of multiculturalism. International Conference on Multidisciplinary Sciences (Icomus), 3, 1121-1132.
8. Bell, D., Jean-Sigur, R. E., & Kim, Y. A. (2015). Globalizing early childhood education. Childhood Education, 91(2), 90-100.

9. Bernard van Leer Foundation (2007). Promoting social inclusion and respect for diversity in the early years. Early childhood matters, no. 108., Bernard van Leer Foundation.
10. Bertrand J. (2012). Preschool programs: Effective curricula. comments on kagan and kauerz and schweinhart. Encyclopedia on Early Childhood Development, 1-7.
11. Buchori, S., & Dobinson, T. (2015). Diversity in teaching and learning: Practitioners' perspectives in a multicultural early childhood setting in Australia. Australasian Journal of Early Childhood, 40(1), 71-79.
12. Bulut, M., & Sarıçam, H. (2016). Examining the effect of multicultural personality on multicultural education attitudes in preschool teachers and prospective teachers. Kırıkkale University Journal of Social Sciences, 6(1), 295-322.
13. Büyüköztürk, Ş., Çakmak Kılıç, E., Akgün, Ö. E., Karadeniz, Ş. and Demirel, F. (2023). Scientific research methods in education (34th Edition). Pegem publishing.
14. Coleman, M. (1991). Planning for parent involvement in schools for young children. ERIC Digest. 1-5.
15. Creswell, J. W. (2013). Qualitative, quantitative and mixed methods approaches research design. (Transl. Ed. Demir, S. B.). Eğiten Kitap.
16. Çapçı, S. (2020). Preschool teachers' perceptions of multicultural competence and multicultural education practices [Unpublished master's thesis]. Hacettepe University, Türkiye.
17. Çelik, H. (2008). Multiculturalism and its appearance in Turkiye. Journal of Social Sciences, Faculty of Science and Letters, 9(15), 319-332.
18. Çiçek, Ş. A. (2017). Teachers' opinions about the problems encountered by 3–6-year-old children who do not know Turkish in pre-school education institutions [Unpublished master's thesis]. Eastern Mediterranean University, Cyprus.
19. Demir, S. (2012). The importance of multicultural education for Erciyes University lecturers. Turkish Studies, 7(4), 1453-1475.
20. Derman-Sparks, L. (2000). Anti-prejudice curriculum: Tools for empowering young children. NAEYC. https://www.teachingforchange.org/wp-content/uploads/2012/08/ec_antibiascurriculum_english.pdf.
21. Derman-Sparks, L. and A.B.C Task Force; (1989) Anti-Bias Curriculum: Tools For Empowering Young Children, NAEYC.
22. Farver, J. M., Xu, Y., Eppe, S., & Lonigan, C. J. (2006). Home environments and school readiness of young Latino children. Early Childhood Research Quarterly, 21, 196-212. https://doi.org/10.1016/j.ecresq.2006.04.008
23. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
24. Gay, G. (2015). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70. https://doi.org/10.1111/curi.12002
25. Gayle-Evans, G. (2004). It's never too early: A study of kindergarten teachers' multicultural education practices in Florida classrooms. Professional Educator, 26(2), 1-15.
26. Geofrey, M. (2021). In the age of constructivism, children's prior knowledge is crucial to teaching and learning. Research Gate. https://doi.org/10.13140/RG.2.2.28470.22083
27. Gorski, P. C. (2010). The Challenge of Defining Multicultural Education. Retrieved from http://www.edchange.org/multicultural/initial.html.
28. Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological foundations of naturalistic inquiry. Educational Communication and Technology Journal, 30 (4), 233-252.
29. Günay, R. & Aydın, H. (2015). Trends in research on multicultural education in Turkiye: A content analysis study. Education and Science, 40(178), 1-22. https://doi.org/10.15390/EB.2015.3294
30. Güneş, F. (2013). The power of words and mental dictionary. Siirt University Journal of Institute of Social Sciences, 1, 1-24. https://doi.org/10.13159/susbid.33
31. Hadley, E. B., & Mendez, K. Z. (2021). A systematic review of word choice in early childhood vocabulary instruction. Early Childhood Research Quarterly, 54, 44-59.
32. Handler, D., & Epstein, A. S. (2010). Nature education in preschool. Highscope Extensions, 25(2), 1-7.
33. Hook, J. N., Davis, D. E., Owen, J., Worthington, E. L., Jr. & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology, 60(3), 353-366. https://doi.org/10.1037/a0032595
34. Hornby, G. and Blackwell, I. (2018). Barriers to parental involvement in education: an update. Educational Review, 70(1), 109-119. https://doi.org/10.1080/00131911.2018.1388612
35. Hornby, G. and Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Education Review, 63(1), 37-52. https://doi.org/10.1080/00131911.2010.488049
36. Jeynes, W. H. (2005). A meta-analysis of the relationship of parental involvement to urban elementary school students' academic achievement. Urban Education, 40(3), 237-269. https://doi.org/10.1177/0042085905274540
37. Jung, E., & Zhang, Y. (2016). Parental involvement, children's aspirations, and achievement in recent immigrant families. The Journal of Educational Research, 109(4), 333-350. https://doi.org/10.1080/00220671.2014.959112
38. Karaoğlu, S. ve Özbay, İ. (2022). Zorunlu göç ve Türkiye’de mülteci çocukların eğitimi, Uluslararası Göç ve Mültecilik [Forced migration and education of refugee children in Turkey, International Migration and Refugee], (Ed. Başkan, B. ve Kula, M.E.), (pp. 243- 256). Siyasal Publishing.
39. Kardeş, S., & Akman, B. (2018). Teacher Opinions on the Education of Syrian Refugees. İlköğretim Online, 17(3), 1224-1237. https://doi.org/10.17051/ilkonline.2018.466333
40. Karuppiah, N., & Berthelsen, D. (2011). Multicultural education: The understandings of preschool teachers in Singapore. Australasian Journal of Early Childhood, 36(4), 38-42.
41. Kirova, A. & Hennig, K. (2013). Culturally responsive assessment practices: Examples from an intercultural multilingual early learning program for newly arrived children. Power and Education, 5(2), 106-119. https://doi.org/10.2304/power.2013.5.2.106
42. Koç Damgacı, F. & Aydın, H. (2013). Academicians' attitudes towards multicultural education. Electronic Journal of Social Sciences, 12(45), 325-341.
43. Kozikoğlu, İ. and Dilek Cavak, G. (2023). Teachers' views, experiences and practices regarding multicultural education. Asian Studies, 7(24), 27-42.
44. Kuranchie, M. A., & Αddo, H. (2015). A review of the relationship of social competence to child development: Lessons learned. Academic Journal of Interdisciplinary Studies, 4(2), 449-454. https://doi.org/10.5901/ajis.2015.v4n2p449
45. Kyun, J., Chung, K., Ryu, S., & Han, A. (2015). Multicultural education in a Korean early childhood classroom: based on the educational community perspective. Procedia-Social and Behavioral Sciences, 174, 2036-2039. https://doi.org/ 10.1016/j.sbspro.2015.01.873
46. LaFreniere, P., Masataka, N., Butovskaya, M., Chen, Q., Auxiliadora Dessen, M., Atwanger, K., ... & Frigerio, A. (2002). A cross-cultural analysis of social competence and behavior problems in preschool children. Early Education and Development, 13(2), 201-220. https://doi.org/10.1207/s15566935eed1302_6
47. Leback, K. (2007). Mediating cultural boundaries during science field trips. Cultural Studies of Science Education, 2, 847-882.
48. Lin, M., Lake, V. E., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 17, 28-51.
49. Lin, Q. (2003). Parental involvement and early literacy. Harvard Family Research Project. Retrieved from: https://archive.globalfrp.org/publications-resources/publications-series/family-involvement-research-digests/parent-involvement-and-early-literacy
50. Logvinova, O.K. (2016). Socio-pedagogical approach to multicultural education in preschool period. Procedia-Social and Behavioral Sciences, 233, 206-210. https://doi.org/10.1016/j.sbspro.2016.10.203
51. Lopez, M., Barrueco, S., & Miles, J. (2006). Latino infants and families: A national perspective of protective and risk factors for development. A report to the National Task Force on Early Childhood Education for Hispanics. Tempe, AZ: Arizona State University.
52. M.E.B. (2013). Preschool Education Program. Retrieved from https://mufredat.meb.gov.tr/Dosyalar/20195712275243-okuloncesi_egitimprogrami.pdf
53. M.E.B. (2024). Preshool Education Program. Retrieved from https://tegm.meb.gov.tr/dosya/okuloncesi/guncellenenokuloncesiegitimprogrami.pdf
54. McFarland, L., Sanders, R., & Allen, S. (2009). Reflective practice and self-assessment in learning positive guidance: Experiences of early childhood practicum students. Early Childhood Educational Journal, 36, 505-511. https://doi.org/10.1007/s10643-009-0315-2
55. McWayne, C., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and urban kindergarten children's social and academic competence. Psychology in the Schools, 41(3), 363-377. https://doi.org/10.1002/pits.10163
56. MEB ÖYGM. (2017). General competencies for teacher profession. Ankara.
57. Mercan Uzun, E., & Bütün, E. (2016). Teachers' opinions about the problems faced by Syrian refugee children in preschool education institutions. International Journal of Early Childhood Education Studies, 1(1), 72-83.
58. Merriam, S. B. (2018). Qualitative research. A guide to design and implementation. (Translated by Selahattin Turan). Nobel Academic Publishing.
59. Metropolitan Center for Urban Education (2008). Culturally responsive classroom management strategies. Steinhardt School of Culture, Education and Human Development, 1-10.
60. Miedel, W.T. and Reynolds, A.J. (1999). Parental involvement in early intervention for disadvantaged children: Is it better? Journal of School Psychology, 37(4), 379-402.
61. Miles, M. B., & Huberman, A. M. (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational researcher, 13(5), 20-30
62. Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2015). Changing patterns of parent-teacher communication and parental involvement from preschool to school. Early Child Development and Care, 185(7), 1031- 1052. https://doi.org/10.1080/03004430.2014.975223
63. Neubert, K., & Jones, E. (1998). Creating culturally appropriate vacation curriculum: A deliberation. Young Children, 53(5), 14-19.
64. Neuharth-Pritchett, S., Reiff, J.C. and Pearson, C.A. (2001). Through the eyes of pre-service teachers: Implications for multiculturalism. Journal of Research in Childhood Education, 15(2), 256-269.
65. Nguyen, N., Coutinho, M. J., & Oswald, D. P. (2000). Multicultural education for preservice special education teachers. Brief Report on Ethnicity in Special Education. Virginia Commonwealth University, Project Achieve.
66. Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Allyn & Bacon.
67. Onur Sezer, G. & Bağçeli Kahraman, P. (2017). The relationship between the attitudes of classroom and preschool teacher candidates towards multicultural education and their intercultural sensitivities: Sample of Uludag University. Mersin University Journal of the Faculty of Education, 13(2), 550-560. http://dx.doi.org/10.17860/mersinefd.336742
68. Özcan, A. S. (2018). Turkiye's education policy towards Syrian students in the context of multiculturalism. PESA International Journal of Social Research, 4(1), 17-29.
69. Özdemir, S. M. (2009). Curriculum evaluation in education and examination of studies on curriculum evaluation in Turkiye. Yüzüncü Yıl University Journal of Faculty of Education, 5(2), 126-149.
70. Özdoğru, A. A., Dolu, F. N., Akan, A., & Aldemir, S. (2021). Teachers’ attitudes towards multicultural education and refugee students. Dicle University Journal of Ziya Gökalp Faculty of Education, 1(40), 111-122. https://dx.doi.org/10.14582/DUZGEF.2021.181
71. Palmer, G. (1990). Preschool children and race: An Australian study. Australian Journal of Early Childhood, 15(2), 3–8.
72. Paris, D. (2012). Culturally sustainable pedagogy: A needed shift in stance, terminology, and practice. Educational Researcher, 41(3), 93-97. https://doi.org/10.3102/0013189X12441244
73. Peköz, Ç. (2018). Okul öncesi öğretmenlerinin çokkültürlü eğitim tutumları ve kültürel zekâlarının incelenmesi [Unpublished master's thesis] Eastern Mediterranean University, Cyprus.
74. Phoon, H. S., Abdullah, M. N. L. Y., & Abdullah, A. C. (2013). Multicultural early childhood education: practices and challenges in Malaysia. The Australian Educational Researcher, 40, 615-632. https://doi.org/10.1007/s13384-013-0120-1
75. Ramazan, O., Çiftçi, H. A., & Tezel, M. (2018). Determining the status of learning centers in preschool classrooms and examining teachers' opinions about learning centers. Journal of Early Childhood Studies, 2(2), 213-233. https://doi.org/10.24130/eccd-jecs.196720182258
76. Ramsey, P. (2004). Teaching and learning in a diverse world: Multicultural education for young children (3rd ed.). Teachers College Press.
77. Reinking, A. K. (2015). Examining preschool teachers' implementation of multicultural curriculum with teacher evaluation approaches [Unpublished doctoral dissertation). Illinois State University, U.S.A.
78. Rhoads, R. A. & Solorzano, S. (1995). Multiculturalism and the community college: A case study of an immigrant education program. Community College Rewiev, 23(2), 3-16.
79. Saldana, J. (2011). Foundations of qualitative research. Oxford University Press.
80. Salili, F. and Hoosain, R. (2001). Multicultural education: Issues, policies and practices. CT: Information Age Publishing Inc.
81. Sarıtaş, M. (2003). Developing rules about classroom management and discipline. L. Küçükahmet, (Ed.). New Approaches in Classroom Management. Nobel Publication Distribution.
82. Sheridan, S., Giota, J., Han, Y. M., & Kwon, J. Y. (2009). A cross-cultural study of preschool education quality in South Korea and Sweden: ECERS evaluations. Early Childhood Research Quarterly, 24(2), 142-156. https://doi.org/10.1016/j.ecresq.2009.03.004
83. Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed.) (pp. 443-466). SAGE.
84. Stier, J., & Sandström, M. (2018). Managing the unmanageable: Curriculum challenges and teacher strategies in multicultural preschools in Sweden. Journal of Intercultural Communication, 18(3), 1-13.
85. Streubert, H. J. & Carpenter, D. R. (2011). Qualitative research in nursing: advancing the humanistic imperative (5th ed.). Wolters Kluwer Health.
86. Taştekin, E., Bozkurt Yükçü, Ş., İzoğlu, A., Güngör, İ., Işık Uslu, A.E., & Demircioğlu, H. (2016). Investigation of preschool teachers' attitudes and perceptions towards multicultural education. Hacettepe University Institute of Educational Sciences Journal of Educational Research, 2(1), 1-18.
87. Van der Zee, K., Van Oudenhoven, J. P., Ponterotto, J. G., & Fietzer, A. W. (2013). The Multicultural Personality Questionnaire: Development of a short form. Journal of Personality Assessment, 95(1), 118-124. https://doi.org/10.1080/00223891.2012.718302
88. Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a culturally responsive understanding of classroom management. Journal of Teacher Education, 55(1), 25-38. https://doi.org/10.1177/0022487103259812
89. Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: From awareness to action. Theory into Practice, 42(4), 269-276. https://doi.org/10.1207/s15430421tip4204_2
90. Wlodkowski, R. J., & Ginsberg, M. B. (1995). A framework for culturally responsive teaching. Educational Leadership, 53(1), 17-21.
91. Wright, K., Stegelin, D., & Hartle, L. (2007). Building family, school, and community partnerships. Pearson.
92. Yaşar Ekici, F. (2017). Pre-service preschool teachers' cultural intelligence levels and their attitudes towards multicultural education. Kastamonu Journal of Education, 25(5), 1941-1956.
93. Yin, R. K. (2003). Designing case studies. Qualitative research methods, 5(14), 359-386.
94. Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods in social sciences (6th Edition). Seçkin Publishing.
95. Yılmaz, F., & Şekerci, H. (2016). Mother tongue problematic: Problems experienced by primary school students according to classroom teachers' experiences. Journal of Qualitative Research in Education, 4(1), 47-63.
96. Yohani, S. (2010). Nurturing hope in refugee children in the early years of postwar adjustment. Children and Youth Services Review, 32(6), 865-873. https://doi.org/10.1016/j.childyouth.2010.02.006
97. Yusof, N. M., Abdullah, A. C. & Ahmad, N. (2015). Multicultural education practices in multi-ethnic or mono-ethnic preschools in Malaysia. International Journal of Multicultural and Multireligious Understanding, 1(1), 12-23.
98. Zhang, X. (2022). Assessing cultural diversity impact using picture books with a preschool teacher. Mobile Information Systems, 1-18. https://doi.org/10.1155/2022/6338221